Aprendizagem Baseada em Problemas e o ensino do conceito de geração de energia elétrica
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Data
2019-09-27
Autores
Oliveira, Rodrigo Afonso La Casa [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Por muitas vezes o processo de ensino aprendizagem é ineficiente quando a metodologia empregada pelo professor é pouco estimulante. Em geral esta é uma das razões pela qual o aluno de ensino médio é pouco motivado a estudar Física e sempre a considera como uma disciplina difícil e desinteressante. Para mudar este panorama existem atualmente propostas metodológicas que colocam o aluno no centro do processo de ensino como agente ativo, sendo ele o protagonista de sua própria aprendizagem. Uma das metodologias que já foram testadas com resultados positivos e foi abordada nesta pesquisa é chamada Aprendizagem Baseada em Problemas (ABP), caracterizada por uma situação problema, que leva os alunos a uma análise, reflexão a apontamento de soluções para resolvê-la em todos seus aspectos. Nesta metodologia o professor atuará como um orientador do processo, sendo necessário a organização do conteúdo e atividades em uma Sequência Didática (SD). Apresenta- se como produto da dissertação a SD contendo todas as atividades que compõem a ABP e os resultados obtidos em aulas sobre o conteúdo “Geração de Energia”.
For many times the process of teaching learning is inefficient when the methodology employed by the teacher is not very stimulating. This is usually one of the reasons why the high school student is poorly motivated to study physics and always considers it as a difficult and uninteresting discipline. To change this panorama there are currently methodological proposals that put the student at the center of the teaching process as an active agent, being the protagonist of his own learning. One of the methodologies that have already been tested with positive results and was addressed in this research is called Problem-Based Learning, characterized by a problem situation, which leads the students to an analysis, reflection and pointing solutions to solve it in all its aspects. In this methodology the teacher will act as a process supervisor, and it is necessary to organize the content and activities in a Didactic Sequence. It is presented as a product of the SD dissertation containing all the activities that make up the PBL and the results obtained in classes on the content "Energy Generation".
For many times the process of teaching learning is inefficient when the methodology employed by the teacher is not very stimulating. This is usually one of the reasons why the high school student is poorly motivated to study physics and always considers it as a difficult and uninteresting discipline. To change this panorama there are currently methodological proposals that put the student at the center of the teaching process as an active agent, being the protagonist of his own learning. One of the methodologies that have already been tested with positive results and was addressed in this research is called Problem-Based Learning, characterized by a problem situation, which leads the students to an analysis, reflection and pointing solutions to solve it in all its aspects. In this methodology the teacher will act as a process supervisor, and it is necessary to organize the content and activities in a Didactic Sequence. It is presented as a product of the SD dissertation containing all the activities that make up the PBL and the results obtained in classes on the content "Energy Generation".
Descrição
Palavras-chave
Ensino de física, Aprendizagem baseada em problemas, Geração de energia elétrica, Metodologias ativas, Physics teaching, Energy generation, High school physics, Problembased learning